基于OBE理念的大学生心理健康教育课程教学改革与实践研究——以广东理工学院为例

Teaching Reform and Practice of the Mental Health Education for College Students Course Based on OBE Philosophy—A Case Study of Guangdong Technology College

摘要: 当前高校大学生心理健康教育课程普遍面临“重知识轻能力、教学与需求脱节、学生参与度低”的现实困境，教学范式从“以教为中心”向“以学为中心”的转型已是势在必行。本研究以成果导向教育(Outcomes-Based Education, OBE)理念为核心，针对广东理工学院该课程展开系统性教学改革与实践。通过反向设计教学目标、重构教学内容、创新教学模式、实施多元评价等一系列行动研究，最终形成一套以学生预期学习成果为导向的可操作教学方案。实践证明，这场改革不仅让学生的课程满意度、课堂参与度和自主学习能力显著提升，在知识掌握、技能应用与心理素养等维度的学习成果也取得了统计学意义上的积极改善。OBE理念无疑为课程实现“以学为中心”的深度转型提供了有效路径，也为同类课程改革积累了具有借鉴价值的实证经验。

Abstract: Currently, the course of College Students’ Mental Health Education in higher education generally faces practical dilemmas such as “emphasizing knowledge over competence, disconnection between teaching and student needs, and low student engagement”. The transformation of the teaching paradigm from “teaching-centered” to “student-centered” has become imperative. Guided by the Outcomes-Based Education (OBE) approach, this study conducts systematic teaching reform and practice targeting this course at Guangdong Technology College. Through a series of action research initiatives—including backward design of teaching objectives, restructuring of teaching content, innovation in teaching models, and implementation of diversified assessment—an operable teaching scheme oriented towards students’ Intended Learning Outcomes (ILOs) was ultimately developed. Practice has proven that this reform not only significantly enhanced students’ course satisfaction, classroom participation, and self-directed learning ability but also achieved statistically significant improvements in learning outcomes across dimensions such as knowledge mastery, skill application, and psychological literacy. The OBE philosophy undoubtedly provides an effective pathway for the course to achieve a deep transformation towards “student-centered” education and accumulates valuable empirical experience for similar course reforms.